In my previous posts, I shared tips for managing the complexity of branching scenarios and some ideas on how long to let learners go down the wrong path. At some point in that wrong path, you have to redirect learners. MORE

I had a great experience at the eLearning Guild’s Learning Solutions Conference last week. The days were long, but the time was really valuable. My own session on Avoiding Voice Over Script Pitfalls went very well. I had a very active, engaged audience. We even had a voice over artist and an editor attending, which was perfect for my session. I’ve had some requests to give a virtual version of my session, so stay tuned for that. MORE

When someone mentions scenario-based learning, do you automatically think of complex branching scenarios? While that’s one way to implement scenarios (and a very effective one!), I don’t think it’s the only option. A range of options are available, from passive to active. MORE

How to Conduct a Lightning Fast Needs Assessment Clients Will Love. About 7 questions for needs assessment, starting with “What is the problem?” ” and digging deeper to uncover the root cause. tags: needsanalysis training performanceconsulting. MORE

This is the recording of a presentation I gave to the Online Network of Learning and Development Professionals on September 28, 2016. The presentation covers: Why scenario-based learning works. A range of options for using scenarios in elearning and classroom training. MORE

I’ve written several posts with tips on how to write voice over scripts. This review checklist summarizes all of the tips from the previous three posts into a single Word document you can download and use yourself. Voice Over Script Review Checklist. MORE

In my previous post, I explained how I write the ideal path for a branching scenario first. Once that is complete, I write the mistakes or errors and consequences for those choices. First, Draft One Alternate Path to Its Conclusion. I start writing a single alternate path from beginning to end. MORE

When I create scenarios for learning, I keep these four elements in mind: characters, context, challenge, and consequences. Characters. The main character of your scenario who drives the action should generally be someone similar to your learners. MORE

I built this branching scenario in the open source tool Twine. This scenario is moderately complex, with a total of 17 pages (or passages in Twine terminology) and 8 different endings. The ideal path has 5 decisions to reach the best conclusion. MORE

In branching scenarios, we can use a combination of immediate and delayed consequences and feedback. Consequences are what happens as a result of decisions; feedback is what we tell learners after decisions. Use Immediate Consequences Often. MORE

We often talk about conversational writing for elearning. A conversational tone flows better in voice over and leads to better learning outcomes. However, I occasionally see examples of elearning where the narrator pretends to be in a literal conversation with the learners. MORE

At the end of last year, Bryan Jones from eLearningArt reached out to me for my predictions on the top 3 eLearning trends for 2018. He then took the responses from me and 56 other experts and put together a summary video of the top trends here and an article of the top eLearning trends here. MORE

Nicole is creating a branching scenario practicing communication techniques for nutrition counselors to better understand their clients’ goals. She has written a simulated conversation between a counselor and a client. Her SME, Brian, provided this feedback after reviewing the prototype. MORE

Why are scenarios effective for learning? They provide realistic context and emotional engagement. They can increase motivation and accelerate expertise. Here’s a selection of quotes explaining the benefits. MORE

How do you incorporate scaffolding in microlearning? How is scaffolding different in microlearning than in longer formats? First, let’s define scaffolding. Scaffolding is support for learners that gradually fades away until the learner can do the task without support. MORE

In the previous post, How to Start Creating Conversation-Driven eLearning , I described how I use conversations between two characters to deliver eLearning content. In this post, I’ll explain how to write and structure the conversation. MORE

If you’re just starting the process of selecting and implementing a new LMS, the process can feel a little overwhelming. This is especially true for organizations who don’t currently have an LMS and are starting completely from scratch. MORE

In my previous posts, I shared tips for managing the complexity of branching scenarios and some ideas on how long to let learners go down the wrong path. At some point in that wrong path, you have to redirect learners. MORE

Do instructional designers or learning experience designers need to know how to use development tools, or should they focus just on analysis and design? What about people who only do development but no design; are they instructional designers? MORE

You may have read dire predictions that instructional design is dead. The eLearning Guild just published a report titled “ Is instructional design a dying art? ” One of the guild’s recent surveys asked participants if ID is a dying field. Is it really? MORE

A reader asked a great question about the role of scenario-based learning in higher education. I’ve seen a number of good examples of storytelling and scenarios in university courses. Authentic Assessment. My first ID job was with an online university targeting nontraditional students. MORE

In a recent conversation, a colleague asked, “Once you and your client have agreed on a branching scenario approach, how do you get started writing it? How do you get from the broad concept of training on X topic to actually creating the scenario?” MORE

Writing a branching scenario can be intimidating or overwhelming. Unlike a linear course, it’s not as easy to know where to start writing. Do you write the endings first? Do you write all the mistakes first? Do you start at the beginning and then flesh out each path as you write those choices? MORE

Today, I reached a milestone in my blog: 1 million total views. Thank you to everyone who is reading this, from the long term readers who have been there since the beginning to the ones who just found me today. MORE

In a comment to my post on Managing the Complexity in Branching Scenarios , Nicole Legault made a interesting point. “Why make a learner go so far down a wrong path? I think it’s best to correct and try to get them back on the right (or best) path.” MORE

When you use voice over for elearning, do you want it to sound natural and flowing, or do you want it to sound stiff and didactic? A great voice over person can make a good script more engaging, and a great script sound fantastic. MORE

I recently attended an interesting webinar by Joe Ganci on how to use science fiction to improve eLearning. In the presentation, Joe talked about elements of storytelling common to science fiction and how to incorporate those aspects for better stories in elearning. MORE

In a discussion on eLearning Heroes , Judith Reymond asked about the research on when or whether audio narration is helpful to adult learners. In Clark and Mayer’s eLearning and the Science of Instruction , they say that the research generally supports using narration with on-screen visuals. MORE

Because I create lots of scenarios and stories for learning, I create lots of characters. Some of these characters are only mentioned for a sentence or two, while others drive the progress in extended narratives. All of those characters have one thing in common: they need names. MORE

Rather than delivering eLearning content as a lecture, you can explain it through conversations. While more resource-intensive multimedia may be desired, you have a range of options with this technique. It’s possible to use conversations even with a low budget. MORE

Experiencing eLearning

We often talk about conversational writing for elearning. A conversational tone flows better in voice over and leads to better learning outcomes. However, I occasionally see examples of elearning where the narrator pretends to be in a literal conversation with the learners.

At the end of last year, Bryan Jones from eLearningArt reached out to me for my predictions on the top 3 eLearning trends for 2018. He then took the responses from me and 56 other experts and put together a summary video of the top trends here and an article of the top eLearning trends here.

Nicole is creating a branching scenario practicing communication techniques for nutrition counselors to better understand their clients’ goals. She has written a simulated conversation between a counselor and a client. Her SME, Brian, provided this feedback after reviewing the prototype.

In branching scenarios, we can use a combination of immediate and delayed consequences and feedback. Consequences are what happens as a result of decisions; feedback is what we tell learners after decisions. Use Immediate Consequences Often.

Rather than delivering eLearning content as a lecture, you can explain it through conversations. While more resource-intensive multimedia may be desired, you have a range of options with this technique. It’s possible to use conversations even with a low budget.

When someone mentions scenario-based learning, do you automatically think of complex branching scenarios? While that’s one way to implement scenarios (and a very effective one!), I don’t think it’s the only option. A range of options are available, from passive to active.

You may have read dire predictions that instructional design is dead. The eLearning Guild just published a report titled “ Is instructional design a dying art? ” One of the guild’s recent surveys asked participants if ID is a dying field. Is it really?

I built this branching scenario in the open source tool Twine. This scenario is moderately complex, with a total of 17 pages (or passages in Twine terminology) and 8 different endings. The ideal path has 5 decisions to reach the best conclusion.

How do you incorporate scaffolding in microlearning? How is scaffolding different in microlearning than in longer formats? First, let’s define scaffolding. Scaffolding is support for learners that gradually fades away until the learner can do the task without support.

Off-the-shelf elearning is applicable for a wide audience, but it won’t address your organization’s unique situations or distinctive content. So are these courses all that helpful? For sure! Read on for 7 secrets to make off-the-self learning your own.

Rather than delivering eLearning content as a lecture, you can explain it through conversations. While more resource-intensive multimedia may be desired, you have a range of options with this technique. It’s possible to use conversations even with a low budget.

When someone mentions scenario-based learning, do you automatically think of complex branching scenarios? While that’s one way to implement scenarios (and a very effective one!), I don’t think it’s the only option. A range of options are available, from passive to active.

This is the recording of a presentation I gave to the Online Network of Learning and Development Professionals on September 28, 2016. The presentation covers: Why scenario-based learning works. A range of options for using scenarios in elearning and classroom training.

Why are scenarios effective for learning? They provide realistic context and emotional engagement. They can increase motivation and accelerate expertise. Here’s a selection of quotes explaining the benefits.

In a comment to my post on Managing the Complexity in Branching Scenarios , Nicole Legault made a interesting point. “Why make a learner go so far down a wrong path? I think it’s best to correct and try to get them back on the right (or best) path.”

When I create scenarios for learning, I keep these four elements in mind: characters, context, challenge, and consequences. Characters. The main character of your scenario who drives the action should generally be someone similar to your learners.

It's no secret that front-line managers are essential to your organization's success. They form the base of your leadership development funnel and, most likely, account for over half of all your organization's leaders. Improving how front-line managers perform yields mouthwatering increases in how individual contributors perform.

Writing a branching scenario can be intimidating or overwhelming. Unlike a linear course, it’s not as easy to know where to start writing. Do you write the endings first? Do you write all the mistakes first? Do you start at the beginning and then flesh out each path as you write those choices?

In a recent conversation, a colleague asked, “Once you and your client have agreed on a branching scenario approach, how do you get started writing it? How do you get from the broad concept of training on X topic to actually creating the scenario?”

In my previous posts, I shared tips for managing the complexity of branching scenarios and some ideas on how long to let learners go down the wrong path. At some point in that wrong path, you have to redirect learners.

A reader asked a great question about the role of scenario-based learning in higher education. I’ve seen a number of good examples of storytelling and scenarios in university courses. Authentic Assessment. My first ID job was with an online university targeting nontraditional students.

Even if you don’t have a formal program in place, customer onboarding is already happening at your organization. The question is, are you dictating it and guaranteeing a great experience? If not, this guide can help help.

Do instructional designers or learning experience designers need to know how to use development tools, or should they focus just on analysis and design? What about people who only do development but no design; are they instructional designers?

In the previous post, How to Start Creating Conversation-Driven eLearning , I described how I use conversations between two characters to deliver eLearning content. In this post, I’ll explain how to write and structure the conversation.

In my previous post, I explained how I write the ideal path for a branching scenario first. Once that is complete, I write the mistakes or errors and consequences for those choices. First, Draft One Alternate Path to Its Conclusion. I start writing a single alternate path from beginning to end.

Do you struggle to achieve measurable results with your learning solutions? If so, you’re not alone. According to CEB, traditional training only creates 37% learning transfer. This guide explores the causes of poor transfer and concrete steps to achieving better outcomes.

In my previous posts, I shared tips for managing the complexity of branching scenarios and some ideas on how long to let learners go down the wrong path. At some point in that wrong path, you have to redirect learners.

Today, I reached a milestone in my blog: 1 million total views. Thank you to everyone who is reading this, from the long term readers who have been there since the beginning to the ones who just found me today.

When you use voice over for elearning, do you want it to sound natural and flowing, or do you want it to sound stiff and didactic? A great voice over person can make a good script more engaging, and a great script sound fantastic.

In a discussion on eLearning Heroes , Judith Reymond asked about the research on when or whether audio narration is helpful to adult learners. In Clark and Mayer’s eLearning and the Science of Instruction , they say that the research generally supports using narration with on-screen visuals.

Because I create lots of scenarios and stories for learning, I create lots of characters. Some of these characters are only mentioned for a sentence or two, while others drive the progress in extended narratives. All of those characters have one thing in common: they need names.

I had a great experience at the eLearning Guild’s Learning Solutions Conference last week. The days were long, but the time was really valuable. My own session on Avoiding Voice Over Script Pitfalls went very well. I had a very active, engaged audience. We even had a voice over artist and an editor attending, which was perfect for my session. I’ve had some requests to give a virtual version of my session, so stay tuned for that.

It’s well documented that people leave managers – not companies. Download this guide to learn how to shift the perspective from event to journey and how to take learners through Proficiency Journeys to get results.

How to Conduct a Lightning Fast Needs Assessment Clients Will Love. About 7 questions for needs assessment, starting with “What is the problem?” ” and digging deeper to uncover the root cause. tags: needsanalysis training performanceconsulting.

I’ve written several posts with tips on how to write voice over scripts. This review checklist summarizes all of the tips from the previous three posts into a single Word document you can download and use yourself. Voice Over Script Review Checklist.

If you’re just starting the process of selecting and implementing a new LMS, the process can feel a little overwhelming. This is especially true for organizations who don’t currently have an LMS and are starting completely from scratch.

I recently attended an interesting webinar by Joe Ganci on how to use science fiction to improve eLearning. In the presentation, Joe talked about elements of storytelling common to science fiction and how to incorporate those aspects for better stories in elearning.